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Orthographic patterns can influence pronunciation in a second language (L2). It is unclear if the same orthographic structure affects L2 speech and language comprehension. In both output and observation tasks, Arab ESL learners employed vowel and consonant length discourse in their second language (Watson, 2021). This article indicates that word identification tasks are very challenging for Arabic ESL learners. Arabic learners tend to be inaccurate in managing vowels in English phrases (Alotaibi et al., 2018). They are more prone to making mistakes involving vowels than individuals of other native language backgrounds. This suggests that even a little instruction in phonetics may increase output in the chosen language, which should be noted as a facilitator of the speaking skill that Arabs go through on their way to becoming more proficient in English (Alhazmi et al., 2019). Hence, the same orthographic phenomena directly influence pronunciation and language comprehension. Different studies have found a correlation between competence and orthographic impact, although these correlations are different in naturalistic and taught circumstances (AlKendi, 2020; AlJarf, 2019; Brosh, 2019). The goal of this exhaustive review is to gain a better understanding of the impacts that orthography has on L2 phonology by correlating the effects of influences on phonetics and verbal fluency. ESL classrooms should focus on phonetics instructions in teaching Arab ESL learners.  

References 

[1] Al Kendi, A. (2020). Foreigner-directed speech and L2 speech learning in an understudied interactional setting: the case of foreign-domestic helpers in Oman. Theses.ncl.ac.uk. https://theses.ncl.ac.uk/jspui/handle/10443/5084">https://theses.ncl.ac.uk/jspui/handle/10443/5084

[2] Alhazmi, K., Milton, J., & Johnston, S. (2019). Examining “vowel blindness” among native Arabic speakers reading English words from the perspective of eye-tracking. System, 80, 235-245. https://doi.org/10.1016/j.system.2018.12.005">https://doi.org/10.1016/j.system.2018.12.005

[3] Al-Jarf, R. (2019). EFL Freshman Students’ Difficulties with Phoneme-Grapheme Relationships. In ERIC. https://eric.ed.gov/?id=ED614068">https://eric.ed.gov/?id=ED614068

[4] Alotaibi, W. J., Alotaibi, W. J., Beswick, J., & Wright, V. (2018, January 29). Teacher-student phonological transference in a Saudi Arabian EFL context: a case study of phonological and attitudinal influences. Eprints.soton.ac.uk. https://eprints.soton.ac.uk/417874/">https://eprints.soton.ac.uk/417874/

[5] Brosh, H. Y. (2019). Arabic language-learning strategy preferences among undergraduate students. Studies in Second Language Learning and Teaching, 9(2), 351–377. https://www.ceeol.com/search/article-detail?id=777154">https://www.ceeol.com/search/article-detail?id=777154

[6] Watson, A. (2021). Improving Reading Comprehension in Arabic English Language Learners. Culminating Experience Projects. https://scholarworks.gvsu.edu/gradprojects/20/">https://scholarworks.gvsu.edu/gradprojects/20/